「服務學習」是高等教育政策重點項目，現今許多學校實施服務學習項目都是在反省、質疑、檢視過程中摸索前進。對服務學習內容採用結合專業、「從做中學」，及參與服務後反省內化的扎根設計，各方多持正面看法。也深覺服務學習之推动，應有助於教學中「知、情、意、行」目標之達成，故推動之意願與決心在台灣已蔚為風氣。本文藉由應用雲端實驗平台科技輔助實施服務學習課程與傳統服務學習實施方式之比較，探討教師對服務學習之定義不同及過去、現在學校師生關係之變化。為了達成「服務學習」與「教學品保」並行，必須運用雲端平台。除了兼顧課業學習，甚而節省大量成本與人力，經由不同雲端技術與策略，達到成功有效之服務學習，檢測師生學習成效，以達到服務學習與教學品保並行之目的。

Service-learning is higher education policy priorities, today many schools to implement service-learning projects are in the process of reflection, questioning and examining groped. Keep positive views on learning and content combined with professional service and learning by doing, and attending services reflect the roots of design. Promoting the willingness and determination of Taiwan has become a trend. Service-learning promoted, should help in the teaching of "cognition, emotion and meaning," goals reachedorespecting the objectives of the agreement. Article experimental platform of applications through the cloud technology to implement service-learning courses compared with traditional service-learning and ways of implementation, explore past, present, and definition of service-learning in different schools of teacher-student relationship. In order to achieve the "service learning" and "quality assurance of teaching" in parallel, it is necessary to use cloud platforms. In order to achieve the "service learning" and "quality assurance of teaching" in parallel, it is necessary to use cloud platforms. In addition to combine academic study, even saves a lot of cost and manpower. Among the different cloud technologies and strategies, achieve effective service-learning, test student learning outcomes in order to reach the goal of service learning and teaching quality in parallel.